综合英语课程2Unit 4 Is my team ploughing

Unit 4 Is my team ploughing

Teaching Aims 1. Improving Skills 1 Learn and master different ways of asking about & expressing impressions 2.Practicelistening comprehension and master certain listening skills. 3.Inproving English speaking skills and communicative skills by learning the conversation and other speaking activities. see...off, give...an embrace, out of place, fold into, glance, look like, pick up, intense, capture, head, delight... . 3. Improving Writing skills 4. Introduction to Grammar Writing logical sentences. Learn predeterminers/indefinite pronouns such as some, both, any, each, ect; 2. Enriching Vocabulary Teaching Activities Do the extended activities to practice students’integrated skills of reading comprehension, translation, writing and to solidate their basic language knowledge of grammar and vocabulary. Reading Someone waiting Comprehension and Language Teaching duration Teaching aids 8 lessons A recorder Teaching Procedures:

Part 1 Listening and Speaking Activities 1 1)Warming up

Teacher may ask some volunteers to stand up to describe one of their classmate’s appearance and character. The other students should try their best to guess who she or he really is. This method can be tried several times.

2)Introduce the functions of asking about and expressing impressions. e.g. What do you think of...

How does his performance strike you? Are you impressed with his/her speech?

Sometimes he seems strange, doesn’t he? We are impressed by his speech.

His new hairstyle looks awful, but his performance is wonderful. He looks like a very efficient man. He never lets you down at work. But it seems to me that he is a busy guy, and an important person. But he strikes me as an unreliable person. She seemed to like me.

His words struck a slightly false note for me. It looks as if he comes from the countryside. It all sounded so crazy that we laughed out loud.

There don’t seem to be many people on campus today.

3)Teacher may make a conclusion about students’ expressions of talking about people’s impressions. Then ask them to try more expressions. Teacher may write down some of the good ones on the blackboard.

2.The translation of My Team is Ploughing 我的马队是否在犁耕 犹如我以往驱使它们 马具的铃儿是否依旧 像我活着时叮当地响？

是，马儿的脚步未停息 马具的铃儿正在叮当响 虽然你已与世长辞不起 曾耕耘的土地依然如故

你们是否还在踢球 沿着河边其乐融融 哥们追抢争夺皮球 而我却已无法参与

是，皮球仍在凌空飞舞 哥们全心投入在追逐 球门依旧伫立在那儿 守门员力保龙门不失

我那难以割舍的女友 她的日子过得开心吗 是否已不再伤心流泪 在夜里已能安然入睡？

是，她已能够释然躺下 不再黯然神伤泪流满面 你女友如今幸福和满足

伙计，你也放心安睡吧

我好友他是否精神饱满 我现在是憔悴骨瘦如材 他是否已找到舒适床铺 远胜于我躺的方寸之地？

是，伙计，我睡得很舒服 任何人都会如此选择 我在振奋一位死者的爱人

别问是谁的爱人。 3. Try to Speak More:

1) Students are asked to role-play the conversation .

2) Students get into pairs to make new conversation base on the Cues on the right of the Conversation.

3) Some of them will be asked to play the conversation they have made to the other students. More will be encouraged if time is permitted. Grammar Points: ? check in: 上飞机前领登机牌 (boarding pass) ? see somebody off: say goodbye to someone ? turn up: appear; arrive ? let somebody down: disappoint somebody ? he’s nowhere to be found: People can not find him. ? Oh, that sounds interesting: Sue shows reserved disagreement in opinion. 4. Make your own dialogue

1. Ask students to talk about one of their new teachers, especially their impressions of this teacher..

1. Tell students the picture will be left as their homework. Try to have a discussion about what is

going on in this scene. Try to give their impressions about the place and the person in the picture. There are several questions which try to help them.

a. How does the picture strike you? b. Why is the man half-kneeling?

c. What does the man seem to be doing? d. Where is he and why is he there?

Students can be encouraged to make it as a conversation or a story if they wish. Try to use the functions of this unit. 5. What are they for?

1. Remind students of the expressions of giving one’s impression.

2. There are many ways of giving one’s impression. Students are asked to listen to the tape recorder first and read the Actual Word Spoken and then try to match them with the Functions. 3. Have one student read the Functions and the others give the Actual Words Spoken.

Teacher may check the answers at last and try to explain some of the unfamiliar or difficult expressions for students.

6. If you want to learn more

A. Teacher may explain the three words: favorable, unfavorable and neutral. B. Students are asked to divide the additional expressions into three parts. C. Have the students read out the sentences. D. Teacher may check the answers for the class. 7. Quotable quote

Quote: Love is like coke: something you get as the product of making something else. 1) Have students guess the meaning of this quote.

2) Teacher should tell students about the story that how was coca-cola created by accident, which

is one of the most famous soft drinks in the world. Later, students are required to have a discussion in seperate groups. The discussion is: by learning the saying about coca-cola, talk about how love is given and felt in life through small things.

? Your mother gets up in the middle of the night to see if your clothes are ready. ? Your father asked you to show good manners at the table.

? The teacher wanted to keep you after school because you did not finish your work. ? The traffic police insisted that you park your car in the right location.

? The school requires everyone to go through rigorous training in academic subjects. ? Your parents paid a lot of money for you to have a piano lesson.

3) Ask students to remember some proverbs or quotes concerning Love. For reference:

Part 2 Reading Comprehension and Language Activities 1.Reading Comprehension 1) Pre-reading discussion:

Did anyone see you off when you left for college? How were you feeling then? (Teacher may ask some students to have a little talk about their experience of seeing a friend off or how they felt when their friends /parents saw them off. Or ask some students about their feelings of seeing beloved ones off.)

2. How many parts can the text be divided into and what is the general idea of each part?

Part 1 para 1-2 Part 4 para 8-9 5 parts Part 2 para 5-6 Part 5 para 10 Part 3 para 7 General idea of each part:

1.The narrator is sitting at an airport watching people in the final moments .before their loved ones arrive or depart. 2.The narrator sits there, waiting for her turn to leave, recalling seeing her daughter. 3.The book the narrator is reading is not as interesting as the people leaving and coming. 4.When it is her turn to leave, the narrator recalls her experience of being met when returning from her grandfather’s funeral

5.Conclusion: Life needs to be this important all the time.

4.Language points: 1)

flight number check-in boarding pass/card departure airline flight security check boarding arrival gate 2)intense: adj. having a very strong effect or felt very strongly e.g. The pain was so intense that I couldn't sleep. 太痛了，痛得我睡不着。 .He took an intense interest in all religious matters. 他对所有的宗教问题都有浓厚的兴趣。 a look of intense dislike 强烈反感的眼神/表情 3) wrap: v. a) to cover sth completely in paper or other material b) to put sth firmly around sth/sb e.g. He spent the evening wrapping up the Christmas presents. 他花了一个晚上的时间把圣诞礼物都包了起来。 A scarf was wrapped around his neck. 他的脖子上围着一条围巾。 4)embrace: a) v. hug b) n. the act of holding someone close to you, especially as a sign of love e.g. The child embraced his parents. 这孩子拥抱了他的父母。 She gave her son a tender brace when he came home after ten years' absence. give sb an embrace 她儿子离家十年后回家时她亲切地拥抱儿子 5)glance at sth: take a quick look at sth e.g. She glanced along the road to see if he was coming. 她沿路扫视着，看他是否要来了。 The Personnel Manager glanced down the list of names of the applicants. 人事部经理浏览了一下申请人名单。 6)recall: to remember sth e.g. Recall the misery of the past and contrast it with the happiness of today.

想想过去的苦,比比今天的甜. ~ doing sth:

I can’t recall meeting her before. 我想不起来以前曾经见过她。

7)oblivious: adj.~ (of/to sth) not aware of sth; not noticing/not knowing about e.g. She was oblivious to our warnings. 她忘了我们的提醒。

She gradually became oblivious to the noise. 她渐渐地变得不在意吵闹声了。

8)capture: to succeed in recording, showing, or describing a situation or feeling, using words or pictures

e.g. The article captured the mood of the nation. 这篇文章把国民的情绪表达得淋漓尽致。

In his traveling report, he tried to capture the beauty of the Great Waterfalls. 他努力在他的这篇游记中记录下大瀑布的美。

Make Observations

The narrator notices many small things happening at the airport as expressions of love between people. Have you also noticed acts of love in your life? Make a comparison between Chinese and American styles of showing love in places of meeting and departure. Are there any differences? Language Work

students are asked to complete the Language Work on Page 7 and 8 in pairs. Then have some students report their work. Later, Teacher may explain the expressions that are confusing to the students and check the answers. Part 3 Extended Activities Read More

students will be given a little time to read Read More. After reading, Teacher may try to ask some students about the main idea of the text. (This text’s main idea is not so clear. Teacher may point out the theme of the story is a universal theme, the struggle between parents and children, as children grow up and become at once more demanding and more independent.)

? Notes

1. The theme of the story: it is a universal theme, the struggle between parents and children, as children grow up and become at once more demanding and more independent. 2. show you their teeth: (The children) grow older, hence increasingly independent.

3. resort to torture: (The children) will have to struggle to find the answers by

experiencing hardship in life, or the children may force the answers out of their parents by persistently pestering them. The meaning of this sentence is open to debate.

Grammar work

1. Original: John and Mary are friends and the both like classical music. Correct: John and Mary are friends and both like classical music. 2. Original: No one of us think so. Correct: None of us think so.

3. Original: Tom was no where to be found. His teacher looked everywhere for him but in vain. Correct: Tom was nowhere to be found. His teacher looked everywhere for him, but in vain.

4. Original: Every one of the children in the United States is to receive some form of education. Correct: Every child in the United States is to receive some form of education. 5. Original: Every sex has its own physical characteristics. Correct: Each sex has its own physical characteristics. 6. Original: Each my aunts gave me gifts for Christmas.

Correct: Each of my aunts gave me gifts for Christmas. 7. Original: The house he lives in is half mile away. Correct: The house he lives in is half a mile away.

8. Original: The police have each reason to believe that he is the murderer. Correct: The police have every reason to believe that he is the murderer. Word Formation

Translation ( review the words and phrases from the texts)

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